Goal 4 - Quality education

Goal 4 - Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
Targets Indicators Unit of measure Reference period Latest data Previous period Data for previous period Data provider Source
r
revised
..
not available for a specific reference period
...
not applicable
4.1 By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes 4.1.1 Proportion of children and young people:
(a) in grades 2/3;
(b) at the end of primary; and
(c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex
6 sub indicators            
4.1.1.a.1 Proportion of children and young people in grades 2/3 achieving at least a minimum proficiency level in reading by sex
Percentage ... ... ... ... UNESCOTable note 1 Set of education indicators for reporting and monitoring
4.1.1.a.2 Proportion of children and young people in grades 2/3 achieving at least a minimum proficiency level in mathematics by sex
Percentage ... ... ... ... UNESCOTable note 1 Set of education indicators for reporting and monitoring
4.1.1.b.1 Proportion of children and young people at the end of primary achieving at least a minimum proficiency level in reading by sex
Percentage ... ... ... ... UNESCOTable note 1 Set of education indicators for reporting and monitoring
4.1.1.b.2 Proportion of children and young people at the end of primary achieving at least a minimum proficiency level inmathematics by sex
Percentage ... ... ... ... UNESCOTable note 1 Set of education indicators for reporting and monitoring
4.1.1.c.1 Proportion of children and young people at the end of lower secondary achieving at least a minimum proficiency level in reading by sex
Percentage 2015
Males
86
Females
92
... ... UNESCOTable note 1 Set of education indicators for reporting and monitoring
4.1.1.c.2 Proportion of children and young people at the end of lower secondary achieving at least a minimum proficiency level in mathematics by sex
Percentage 2015
Males
86
Females
85
... ... UNESCOTable note 1 Set of education indicators for reporting and monitoring
4.2 By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education 4.2.1 Proportion of children under 5 years of age who are developmentally on track in health, learning and psychosocial well- being, by sex Indicator under development
4.2.2 Participation rate in organized learning (one year before the official primary entry age), by sex Percentage 2015-2016 More data on indicator 4.2.2 latest data
Males
97r
Females
97r
2014-2015 More data on indicator 4.2.2 data for previous period
Males
98r
Females
99r
Statistics CanadaTable note 2 Elementary-Secondary Education Survey (ESES)
4.3 By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university 4.3.1 Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, by sex Percentage 2012 More data on indicator 4.3.1
Males total
64
Females total
63
... ... Statistics CanadaTable note 3 Programme for the International Assessment of Adult Competencies, 2012
4.4 By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship 4.4.1 Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill 14 sub-indicators            
4.4.1.a-1 Internet Email - Age: 16-24
Percentage 2012 97 ... ... Statistics CanadaTable note 3  
4.4.1.a-2 Internet Email - Age: 25-65
Percentage 2012 96 ... ... Statistics CanadaTable note 3  
4.4.1.b-1 Internet-Better Understand Issues - Age: 16-24
Percentage 2012 93 ... ... Statistics CanadaTable note 3  
4.4.1.b-2 Internet-Better Understand Issues - Age: 25-65
Percentage 2012 95 ... ... Statistics CanadaTable note 3  
4.4.1.c-1 Internet-Conduct Transactions - Age: 16-24
Percentage 2012 75 ... ... Statistics CanadaTable note 3  
4.4.1.c-2 Internet-Conduct Transactions - Age: 25-65
Percentage 2012 82 ... ... Statistics CanadaTable note 3  
4.4.1.d-1 Computer- How often Spreadsheets - Age: 16-24
Percentage 2012 51 ... ... Statistics CanadaTable note 3  
4.4.1.d-2 Computer- How often Spreadsheets - Age: 25-65
Percentage 2012 48 ... ... Statistics CanadaTable note 3  
4.4.1.e-1 Computer- How often Word - Age: 16-24
Percentage 2012 87 ... ... Statistics CanadaTable note 3  
4.4.1.e-2 Computer- How often Word - Age: 25-65
Percentage 2012 73 ... ... Statistics CanadaTable note 3  
4.4.1.f-1 Computer Programming - Age: 16-24
Percentage 2012 15 ... ... Statistics CanadaTable note 3  
4.4.1.f-2 Computer Programming - Age: 25-65
Percentage 2012 7 ... ... Statistics CanadaTable note 3  
4.4.1.g-1 Computer- Real-time discussions - Age: 16-24
Percentage 2012 72 ... ... Statistics CanadaTable note 3  
4.4.1.g-2 Computer- Real-time discussions - Age: 25-65
Percentage 2012 45 ... ... Statistics CanadaTable note 3  
4.5 By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations 4.5.1 Parity indices (female/male, rural/urban, bottom/top wealth quintile and others such as disability status, indigenous peoples and conflict-affected, as data become available) for all education indicators on this list that can be disaggregated Exploring data sources
4.6 By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy 4.6.1 Proportion of population in a given age group achieving at least a fixed level of proficiency in functional
(a) literacy and
(b) numeracy skills, by sex
2 sub-indicators            
4.6.1.a Proportion of population in a given age group achieving at least a fixed level of proficiency in functional literacy levels 2 - 5, by sex
Percentage 2012 More data on indicator 4.6.1
Males
84
Females
83
... ... Statistics Canada Programme for the International Assessment of Adult Competencies, 2012
4.6.1.b Proportion of population in a given age group achieving at least a fixed level of proficiency in functional numeracy skills levels 2 - 5, by sex
Percentage 2012 More data on indicator 4.6.1
Males
81
Females
74
... ... Statistics Canada Programme for the International Assessment of Adult Competencies, 2012
4.7 By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture's contribution to sustainable development 4.7.1 Extent to which (i) global citizenship education and (ii) education for sustainable development, including gender equality and human rights, are mainstreamed at all levels in:
(a) national education policies,
(b) curricula,
(c) teacher education and
(d) student assessment
Indicator under development
4.a Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all 4.a.1 Proportion of schools with access to
(a) electricity;
(b) the Internet for pedagogical purposes;
(c) computers for pedagogical purposes;
(d) adapted infrastructure and materials for students with disabilities;
(e) basic drinking water;
(f) single-sex basic sanitation facilities; and
(g) basic handwashing facilities (as per the WASH indicator definitions)
7 sub-indicators            
4.a.1.a Proportion of schools with access to electricity
Exploring data sources
4.a.1.b Proportion of schools with access to the Internet for edagogical purposes
Exploring data sources
4.a.1.c Proportion of schools with access to computers for pedagogical purposes
Exploring data sources
4.a.1.d Proportion of schools with access to adapted infrastructure and materials for students with disabilities
Exploring data sources
4.a.1.e Proportion of schools with access to basic drinking water
Exploring data sources
4.a.1.f Proportion of schools with access to single-sex basic sanitation facilities
Exploring data sources
4.a.1.g Proportion of schools with access to basic handwashing facilities (as per the WASH indicator definitions)
Exploring data sources
4.b By 2020, substantially expand globally the number of scholarships available to developing countries, in particular least developed countries, small island developing States and African countries, for enrolment in higher education, including vocational training and information and communications technology, technical, engineering and scientific programmes, in developed countries and other developing countries 4.b.1 Volume of official development assistance flows for scholarships by sector and type of study US$ Millions 2016 15,980,000 2015 14,630,000 OECDTable note 4 OECD Statistics
4.c By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing States 4.c.1 Proportion of teachers in:
(a) pre-primary;
(b) primary;
(c) lower secondary;
(d) upper secondary education who
have received at least the minimum organized teacher training (e.g. pedagogical training) pre-service or in-service quired for teaching at the relevant level in a given country
4 sub-indicators            
4.c.1.a Proportion of teachers in pre- primary education who have received at least the minimum organized teacher training (e.g. pedagogical training) pre-service or in-service required for teaching at the relevant level in a given country
Percentage 2018 .. 2017 .. Refer toTable note 5  
4.c.1.b Proportion of teachers in primary education who have received at least the minimum organized teacher training (e.g. pedagogical training) pre-service or in-service required for teaching at the relevant level in a given country
Percentage 2018 100 2017 100 Refer toTable note 5  
4.c.1.c Proportion of teachers in lower secondary education who have received at least the minimum organized teacher training (e.g. pedagogical training) pre-service or in-service required for teaching at the relevant level in a given country
Percentage 2018 100 2017 100 Refer toTable note 5  
4.c.1.d Proportion of teachers in upper secondary education who have received at least the minimum organized teacher training (e.g. pedagogical training) pre-service or in-service required for teaching at the relevant level in a given country
Percentage 2018 100 2017 100 Refer toTable note 5  
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